As an action learning coach, how would you handle the following situation:
Someone from the team steps up and starts facilitating the session. For example, standing up, grabbing a marker and saying we should do a force field analysis – what are the things supporting this activity? What are those against it?
As an action learning coach, how would you handle the following situation:
A member of the team you are coaching insists on answering questions that are being directed to the Problem Presenter
As an action learning coach, how would you handle the following situation:
Each participant identifies a leadership skill to work on for the session. These skills are captured on the white board. By the end of the session it’s apparent that all the team members have actually practice their own skill and several of the skills that were captured on the white board.
As an action learning coach, how would you handle the following situation:
The team realizes the problem presented is much bigger than the time allotted.
As an action learning coach, how would you handle the following situation:
Someone walks in the room where the team is working and passes a note to one of the participants.
As an action learning coach, how would you handle the following situation:
A team member did not complete the tasks that she had agreed to do at the session held last month.
As an action learning coach, how would you handle the following situation:
A participant does something in direct contradiction to their chosen skill.
As an action learning coach, how would you handle the following situation:
All of the questions are directed at the problem presenter.
As an action learning coach, how would you handle the following situation:
The team decides they should be asking each other more questions instead of just asking questions of the problem presenter. However they continue directing all of the questions to the problem presenter.
As an action learning coach, how would you handle the following situation:
The fire alarm sounds.
As an action learning coach, how would you handle the following situation:
After the team members each read out their version of the problem, you realizes there are many aspects to it. When you ask them if they have agreement on the problem they all say close. You disagree.
As an action learning coach, how would you handle the following situation:
A year earlier the organization was a acquired by another company. All fun activities were cut from the budget (picnics, team outings, etc.) and were replaced with ridged procedures. This team is tasked with making the workplace fun again. The top HR person on the team is convinced it will never happen and says so with every idea.
As an action learning coach, how would you handle the following situation:
Your action learning group has met several times, asking questions to better clarify the nature of the problem as presented by the problem owner’s delegate in the initial session. It became clear after the second session that the delegate could not answer most of the questions the group was posing. The group agreed the problem owner should be invited to the next session. The problem owner agreed to 45 minutes at the next session due to his tight schedule. The sessions was rescheduled three times over the next month. The delegate was running into scheduling roadblocks with the problem owner – despite the problem owner’s initial pledge that he was fully supportive of the effort. The delegate was becoming concerned that she was loosing credibility with team members and that they were losing motivation to participate.
As an action learning coach, how would you handle the following situation:
Someone from the team mentions it hot in here, someone else gets up to turn the air conditioner on.
As an action learning coach, how would you handle the following situation:
Part way through the session, one of the members mentioned a meeting they have that will require them to leave early. Several other participants mention they need to go to the same meeting, leaving only 2 participants for the session.